Sunday, February 22, 2015

RSA 4

RSA #4 Game-based learning

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Module summary
This module focuses around game-based learning.  Game-based learning or GBL, is the idea of using competitive exercises, either pitting the students against each other or getting them to challenge themselves in order to motivate them to learn better (Teed, n.d.).  GBL creates communication, competition, drive and motivation amongst students to learn, be successful and improve.  The results are usually instantaneous with clear feedback about what you did or didn’t do correctly.  There are many GBL resources available online with ways to design your own game.  There are also digital and non-digital forms of GBL.  Playing board games, cards and dice are examples of non-digital ways while using tablets, computers and smartphones provide digital GBL.

    The first source is a website created by Rebecca Tweed with basics about game-based learning.  This module is written to assist faculty who want to start using games to help them teach (Tweed, 2013). The posting is helpful to teachers who are new to game-based learning by breaking down the essentials of this learning style.  Topics ranging from what makes a good game, why use game-based learning and how to teach with games are areas all covered in this module.  In order to create a truly educational game, the instructor needs to make sure that learning the material is essential to scoring and winning(Tweed, 2013.).  There needs to be learning objectives and purpose to the game.  If there isn’t, why are you playing the game?  The module provides ways to give appropriate rewards, address questions which may arise during creation and examples of games used in classrooms.  This would be a must read prior to utilizing game-based learning in the classroom. 

The second source is collection of game-based resources from Andrew Miller of edutopia.org. He provides a list of his favorite games to be used in the classroom.   There are many tools out there that are free and that teachers could use in the classroom as soon as tomorrow. Some of these tools are not only the games themselves, but also lesson plans and ideas for using the game in the classroom” (Miller, 2013).  The games surround the content of history, science and math.  There are also game resources for ELL students.  While these games are suggested by the author as some of his favorite, how the game works to your curriculum may be different. Asking yourself: “Is this a good game?” can be a driving question in the implementation of game-based learning (Miller, 2013). 

The third resource is a study done focusing on if game-based learning is effective in teaching first aid content.  This study aimed at assessing the learning effectiveness and motivational appeal of a (board) game for acquiring FA knowledge, as compared to a traditional approach in the form of an interactive lecture giving a PowerPoint presentation, encompassing indentical learning objectives and content but lacking the gaming aspect (Charlier & De Fraine, 2013). The study revolved around 120 eighth grade students divided into four groups.  Two were controlled groups (lecture) and the other two experimental groups (game). Each group was given a pre-test done the same way and then split into their different learning methods.  Once instruction finished they were given a post test and retention test eight weeks later.  The study found that both methods confirmed learning had occurred however the higher scores came from the control group.  I was surprised to read this as I had thought the gaming group would have scored higher.  The retention test for both groups showed learning loss but still were higher than the pre-test.  An important difference between both methods was that more students of the game-playing group indicated that they enjoyed learning first aid(2013).  It is important to understand that possibly the most important feature of game-based learning is students enjoy themselves more and what they learn is learned with enjoyment.  This can lead to continued learning of content in positive ways. 

The fourth resource is a study investigating the interrelationships between motivation, engagement, and complex problem solving in game-based learning.  We argue that complex problem solving and associated cognitive processing and motivational requirements are most impacted by gameplay; and that interactivity captures the most salient features of gameplay as it relates to complex problem solving and motivation (Eseryel, Law, Ifenthaler, Ge & Miller, 2014).  The researchers believe that by game-based learning environments motivate despite challenges with complex problem solving and players engage longer to complete more tasks, which build up skills and competence.  A rural Midwest high school was used to conduct their study over one year.  They conducted pre and posttests and used McLaurin’s Adventures as their game of choice. “This study shows that motivation and engagement in a game-based learning environment have an impact on learner’s problem solving outcomes.  Thus, it is crucial to design game-based learning environment to scaffold students’ motivation and engagement. Not all the games are necessarily designed as complex to engage students in problem solving tasks; therefore, the assumptions that all games are engaging and that playing games will increase learners’ problem-solving skills are challenged” (Eseryel, Law, Ifenthaler, Ge & Miller, 2014).

What is the relationship from the ideas from the additional readings? Compare and contrast the ideas to those in an assigned reading.  (Do they support each other or do they contradict each other? How?)

The additional readings are both studies done using game-based learning as a way of instructing for information and motivating to achieve more complex problem solving.  They both are looking to measure improvements in different categories by using-game based learning in the classroom.  I would argue that both studies determined when using game-based learning that when enjoyment and challenges occurred, game-based learning was successful in determining their thesis.  All of the topics support each other because they are all promoting the use of game-based learning.  The two module readings selected, provide examples of games, benefits and understanding into the world of game-based learning while the two I added take the theories associated with game-based learning from the previous two sources and put them into use.  In both studies, there are mentions of how limited the studies of game-based learning are.  Any information and study out there would seem to support each other to promote the use and influence of game-based learning.  Games that encompass curricular objectives are believed to hold the potential to render learning more learner-centered, easier, more enjoyable, more interesting, and perhaps, more effective (Papastergiou, 2009).
Apply the concepts of the reading into an educational setting?

Before you place a game into an educational setting it has to have some requirements before use.  There needs to be a learning objective the students have.  Learning goals have to be essential for winning or the material is likely to be ignored (Lepper and Cordova, 1992). In Teed’s module, she mentions some key components necessary to make a good game prior to use.  Being able to make a game continuous with multiple challenges, create a good plot or storyline, be flexible in achieving your outcomes, and include immediate rewards and a sense of realism.  I have used games to review for tests before but I have also made them learning experiences.  I play a hunter-gather game that simulates the life of hunter-gatherer tribe member.  The objective is to see how long you can last amongst your group members. Each player selects cards and tracks their progress along a spreadsheet. Besides picking cards, moral dilemmas come into play in this game as well.  When students run low on essentials (food), other group members can choose to donate or keep food for their use.  In this digital age, many games that teachers have developed and used in their class have been made available online for free.  The use of smartboards, tablets, and laptops in the classroom has, for many teachers, increased the frequency of game use.  I notice students seem to really awaken when playing a game, especially if they get to use a computer or tablet to play it.  When it comes down to it, if the student is enjoying their self and learning is taking place, why not use games more often?


Charlier, N., & DeFraine, B. (2013). Game-Based Learning as a Vehicle to Teach First Aid Content: A Randomized Experiment. Journal of School Health, 83(7), 493-499.

Eseryle, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. (2014). An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-Based Learning. Educational Technology & Society, 17(1), 42-53.

Lepper, M., & Cordova, D. (1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation and Emotion, 16(3), 187-208.

Miller, A. (2013). Free tools to incorporate game based learning Edutopia. Retrieved from http://www.edutopia.org/blog/free-tools-to-incorporate-gbl-andrew-miller

 Papastergiou, M. (2009). Digital game-based learning in high school computer science education: impact on educational effectiveness and student motivation. Comput Educ, 52, 1-12.

Teed, R. (2013). Game-based learning. Starting Point: Teaching entry level geoscience. Retrieved from http://serc.carleton.edu/introgeo/games/index.html


Sunday, February 15, 2015

RSA #3 Inquiry-based learning

RSA #3 Inquiry Based Learning



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Module Summary

           This module is based around the idea of Inquiry-based learning.  Inquiry based learning has been described as learning through asking questions.  The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning” (Inquiry-based learning, 2004).  Inquiry-based learning, which is based on a constructive approach and the learning cycle model and is suitable for all education levels, also allows students to evaluate their own progress (SEVER & GÜVEN, 2014). Inquiry based learning is designed for learners to develop problem solving skills, regarding any topic they are studying or working on.  Through questioning, research, guidance and making connections, inquiry based learning allows the learner to generate interest about topics they want to explore. 
            The first resource from thirteen.org is what I would consider a workshop on Inquiry based learning.  This resource breaks down Inquiry based learning into four sections titled Explanation, Demonstration, Exploration and Implementation.  Depending on your background knowledge of this educational concept, you can choose where you want to start learning about the model.  Personally, being unfamiliar with the topic, I began in the explanation section. This gave me an understanding of the topic so I could grow into deeper ideas in the other tabs.  Videos that demonstrate this method being used in the classroom, examples of lesson plans and ideas to put into practice can all be found throughout this resource.  The website is laid out in a style which supports inquiry based learning. “No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. For modern education, the skills and the ability to continue learning should be the most important outcomes” (Inquiry-based learning, 2004).
           The second resource is from the website teachthought.com.  This resource provides twenty questions, which can be used throughout the inquiry-based lesson to help students achieve outcomes to their original question on the topic.  The questions are arranged on a chart that cycles through each mode of inquiry learning and cycles back.  The steps are listed as pose real questions, find resources, interpret information and report findings.  Each section has five questions, which can aid the learner in their quest for answers.  This would be a great resource to pass out to students or create as a laminated card for students to have as a reference while taking part in an inquiry based lesson.

          The third resource is an article from Knowledge Quest entitled DESIGNING INQUIRY FOR UPPER ELEMENTARY STUDENTS: LESSONS LEARNED FROM DRIVER'S ED.  At first I thought what did driver’s ed have to do with inquiry-based learning.  Turns out quite a bit.  Students are invested in the process because they value the outcome (Rabbat, 2014).  This makes sense for a sixteen year old getting their license.  The article looks at taking this same concept and applying it to core classes based on relevance, rigor and relationships.  The author gives ideas as to how we can make inquiry meaningful to students.  An example being to create more open-ended type questions and giving students a chance to wonder about questions they have.  Real inquiry is rigorous. It is messy. It can be vague and ambiguous, nudging students toward alternate routes, prodding them to reflect on the information gathered, urging them to make connections and draw conclusions. Real inquiry fosters perseverance, flexible thinking, and metacognition” (2014).  This is comparable to taking a student onto a highway the first time compared to a parking lot.  In order to learn they have to attempt it.  The same goes for inquiry learning.  It might not be the neatest, organized but it will drive students.  This learning also builds relationships among students as a critical friend who can provide feedback to help achieve success.  The examples and simplified explanation makes this a helpful read to anyone thinking about trying inquiry-based learning.
            The fourth resource is an article from Educational Sciences: Theory & Practice entitled Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course.  The authors’ goal was to see if students resistant to learning would succeed through lessons taught on an inquiry-based learning approach.  The authors conducted this research with a control group and two experimental groups from 95 7th graders. “Among the students showing resistance behaviors (e.g., not participating in the course, not interested in the course), a few also showed additional resistance behaviors like not taking care of their friends, seeking attention, not respecting the teacher, and providing suggestions to the teacher. Regarding the effect of the inquiry-based learning approach on students’ academic achievements, there was a significant difference between the pre- test and post-test mean scores in both the control and experiment groups. However, the mean scores of the experimental groups showed a greater increase in comparison to the control group scores” (Sever & Guman, 2014).  The researches were able to conclude the effectiveness of inquiry-based learning but they determined the changes in behavior were not persistent following the lessons. 

What is the relationship from the ideas from the additional readings? Compare and contrast the ideas to those in an assigned reading.  (Do they support each other or do they contradict each other? How?)
             The additional readings both look to promote the idea of using inquiry-based learning in the classroom.  They both go about it in different ways.  The study by SEVER and GÜVEN use evidence from their study to support the use of inquiry-based learning in the classroom especially among students who are resistant or disinterested in the classroom.  The article by Rabbat, uses inquiry-based learning as a support to Common Core Standards which by now are in use in most classrooms. She provides examples and resources to use that can help first time instructors of inquiry-based learning or veterans looking to change some things around.  All four of these readings support each other overall.  They all focus on driving home the idea of inquiry-based learning as a method to involve students in seeking information to questions they have about content.  Teachers are the guides to inquiry-based learning and the students are the educator. Questioning methods, student collaboration, understanding of topics and problem solving skills are all benefits each resource mentions as benefits and positives of inquiry-based learning.

Apply the concepts of the reading into an educational setting?

            The concept of inquiry-based learning can be applied in many different ways to the education setting.  Students should have an understanding of the purpose of inquiry-based learning.  As an educator, you could use information from the Concept to Classroom article to show a video and brief students on the purpose, expectations and experience of inquiry-based learning.  I think creating a pocket version of the chart from teachthought.com would be a great reference for students to have at home and in school.  The article by Suzy Rabbat includes ways for educators to be guides in the classroom.  Providing students good examples of questioning, the research process, reflection and collaborating with other students all have suggestions as to how to implement them into the classroom.  Creating a journal where students can jot down questions at anytime about what they are thinking or studying can be useful.  Finding resources and then validating why those sources were the most beneficial can help.  Finally, beginning units with Inquiry-based learning to me seems the smartest route to take.  From there you can open up the chapter or unit on all levels to students or suggest topics where they can create a question regarding that topic and pursue their interest in the topic.  For instance, when I teach ancient Egypt, the pyramids, Gods, mummies, artwork, writing style are all engaging topics students seem to enjoy.  They could choose one of these topics, generate an open-ended question that they want to know or find out and spend time researching and developing it.  Once finished they can present their findings. Many different types of media would be needed to help the student develop their findings and could be difficult having on a daily basis. 
The practice of using inquiry-based learning I assume can be intimidating. Attempting it the first time and not having the structured control over a class could be alarming for many teachers.  I’m sure once it is attempted and success is seen, the positives out weight the negatives. 

20 Questions To Guide Inquiry-Based Learning. (2013, October 25). From http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/

Inquiry-based Learning: Explanation. (2004). From http://www.thirteen.org/edonline/concept2class/inquiry/index.html
  
Rabbat, S. (2014). DESIGNING INQUIRY FOR UPPER ELEMENTARY STUDENTS: LESSONS LEARNED FROM DRIVER'S ED. Knowledge Quest, 43(2), 34-37.


SEVER, D., & GÜVEN, M. (2014). Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course. Educational Sciences: Theory & Practice, 14(4), 1601-1605. doi:10.12738/estp.2014.4.1919

Sunday, February 8, 2015

RSA #2 Project-Based Learning


Module Summary
This module is based around the idea of Project Based Learning.  Project-based learning is based on the idea that students learn best by tackling and solving real world problems. Students are much more engaged with the subject matter and look to the teacher as more of a coach who guides them through their own reflections and ideas (Dauphin, 2013).  Students usually work in groups to go in depth on a topic and present their findings and outcomes to the class. 
Summarize the substance of the online resources
The first online resource through teachthough.com provides a quick summary of project-based learning, thirteen links to reliable resources focused on project based learning.  Each link provides a short comment on how project based learning can be beneficial and then a suggestion on how the website could help.  For instance a link on project based checklists mentions a way to keep track of student progress throughout the project. These checklists are designed to help you guide students through projects that teach them everything from the kindergarten basics of writing to senior multi-media challenges (Dauphin, 2013).  Each link provides a purpose for its use and how it can help benefit your project based learning classroom.

The second online resource through edutopia.org is focused around the connection between project based learning and common core standards.  Many schools are transitioning to these new standards and looking to find where project based learning and CCSS unite.  The website breaks down the two topics into three categories; Alignment of PBL and the Common Core, PBL and the Common Core in the Classroom and ELA- and MATH- Specific Guidance. Each section has links to support the topic of the section along with videos, webinars, blogs from experts in the field.  Each link is described for the full understanding it is providing.  In the link titled, Creating Schoolwide PBL Aligned to the Common Core, Andrew Miller describes the link as “In this Edutopia blog, Dr. Eric Isselhardt tells the story of how Green Street Academy took the journey of creating CCSS-aligned PBL Projects” (Miller, 2014)

The third online resource is the edutopia.org PBL page on Pinterest.  This is an area where any one new or experienced with PBL can come to find support from other resources around the web.  We've gathered some of the best resources to get started. For you PBL veterans out there, we've got tips and tricks to keep your lessons challenging and fun (pinterest/edutopia, 2015)!  Many of the pins, are links to motivational posters and ideas.  Some pins are links to articles and ideas from other website which can benefit anyone trying PBL for the first time.  You can also find links to other boards on Pinterest on the same topic of PBL.  You do need a Pinterest account to access the information.

The fourth topic is a project search page from the Buck Institute of Education website or bie.org.  On this resource page you can search for projects based on a variety of factors including grade level, course and source.  The projects you will find here have been curated by BIE and were gathered from online project libraries. These projects are meant to inspire your own ideas or may be adapted to fit the needs of your classroom (bie.org, 2015). This is a very easy source to use to find ideas of projects done in the past and adapt or use in your classroom as you see fit.  They meet the requirements of project based learning for the classroom. 

What is the relationship from the ideas from the additional readings? Compare and contrast the ideas to those in an assigned reading.  (Do they support each other or do they contradict each other? How?)

            The relationship between the edutopia.org Pinterest page and the bie.org/project search page is that they both provide suggestions and ways to use project-based learning in the classroom.  The bie.org website provides more actual activities while the edutopia Pinterest page has more suggestions as to how to improve your PBL classroom.  You can use a PBL lesson from bie.org and find ways to make it adjust to your classroom using suggestions from the edutopia page.  All four of these resources support each other. Two of the websites listed in the teachthought.com link are to edutopa.org and bie.org.  Using those two websites as suggestions to find PBL resources confirm the support they have for each other.  The link on using PBL with common core standards comes from edutopia and on bie.org you can search for projects using common core standards, which are met and included in the project.  All of these links can be navigated to from one another, which shows how they support the topic of PBL.

Apply the concepts of the reading into an educational setting?

            All of these readings, links, videos, blogs and webinars about PBL are all focused around the educational setting.  Any video watched from one of these links has classroom evidence of the practice being used and the effects it provides.  The first three links listed above all provide ways to get started using PBL in the classroom and have comments, tips, questions/answers to any problem or thought you may come across.  The support is significant in terms of uncertainties, questions and improvements you can make.  I wouldn’t feel left on my own to try and figure ways to make a PBL type lesson work in my class with these websites.  The final link has suggestive projects, per topic, that can be used in the classroom so the educator can see how a PBL lesson/classroom should be conducted. After experience with PBL they can transition into creating PBL lessons of their own.

                 

Dauphin, S. (2013, July 6). 12 Timeless Project-Based Learning Resources. From http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

Miller, A. (2014, March 10). Project-Based Learning and the Common Core: Resource Roundup. From http://www.edutopia.org/project-based-learning-common-core-resources

Project Search. (n.d.). From http://bie.org/project_search